* The learning intention needs to be specific (for example, to use persuasive language rather than to write an effective story) to identify successes.
Improvement points were relatively easy to identify, regardless of the learning intention.
* It takes a while for teachers to become confident about making improvement suggestions. They found it beneficial when schools allowed them time to discuss and practise this skill.
* The approach has a positive impact on children’s attitude and achievement levels. It also makes marking a more worthwhile process for teachers.
In contrast, traditional-style marking, with its focus on correction, can have a negative effect.
* Children are enthusiastic about the approach.
* For young children, and subjects like art and PE, the approach can be used orally just as effectively.
* The approach works well in secondary schools, provided learning intentions are made clear and the whole class is first shown how it operates.
* With mathematics, the improvement suggestion aspect works well when it is linked with, say, one wrong answer.
